



V? 



M 



//i 



^ 







/'^ 



E. lACKMAjM 



fc 







mm 






LIBRARY OF CONGRESS. 



Chap- Copyright No.. 

Shelf..L_Sj n'3 

■ rJ% 

UNITED STATES OF AMERICA. 



HOW TO ORGANIZE 

ROUND TABLES 

For Mothers' Associations 



OUTLINES FOR CHILD-STUDY 

With an Introduction by Col. F. W. Parker 



BY V 

MRS. ELLEN R. JACKMAN 







CHICAGO NEW YORK 

Werner School Book Company 






Copyright, 1896, by MRS. ELLEN H. JACKMAN. 



^1 { 

( 



V 



PREFACE. 

The following outlines are offered in the hope 
that they may be useful to mothers who are 
attempting to study their children in the light of 
recent investigations along the line of Child- 
Study. 

Much of the highest value that has been written 
within the last few years is so fragmentary and 
scattered that it does not fall into the hands of 
those who would be most benefited by it. The 
plan of work as proposed by the members of the 
Normal Park Round Table for child study for 
the ensuing year is to assign to each of three 
ladies a topic for study and research, the re- 
sults of which are to be presented at the regular 
monthly afternoon meeting in a brief paper; 
the paper is to be followed by a general dis- 
cussion, each of the members having read or 
observed along the same lines. Considerable 
care has been taken to make the literary refer- 
ences following the subjects bear directly upon 
them, and, while they cover quite a large range of 



4 PREFACE. 

books and pamphlets, the aim has been to make 
it possible for any member of a mothers' associ- 
ation to prepare on almost any subject by having 
access to a few books; hence the same books 
and chapters have been referred to several times. 

If an association can have the publications from 
the beginning of the "Illinois Society for Child- 
Study, " The Child-Study Monthly," and can 
have access to the " Pedagogical Seminary," 
edited by Dr. G. Stanley Hall, it can carry for- 
ward a most profitable work during a year. 

Many of the other books referred to can be 
found in any good public library. 

Ellen R. Jackman, 
Pits. Normal Park Round Table for Child Sludy. 

Chicago, Oct. 4, ]89(i. 



INTRODUCTION. 

Never in the history of the world has there 
been so much discussion upon educational matters 
as at present. Chairs and departments of peda- 
gogy have been founded in universities and col- 
leges; new normal schools have arisen; summer 
schools for methods abound; teachers' meetings 
are full of earnest and honest debate on the 
principles and methods of education; but, to my 
mind, the most significant mark of progress in 
education is found in the fact that parents and 
citizens are becoming more and more interested 
in the study of the nature, growth and possibil- 
ities of children. In this exceedingly profitable 
work, they are getting close to the vital interests 

of society. 

The kindergarten, Froebel's divine message, 
has been received in America, and thousands of 
little children are enjoying its inestimable bene- 
fits. Mothers' classes for the study of the prin- 
ciples and methods of the kindergarten have 
been formed in intelligent centers. This move- 
ment for close and careful investigation of child 
nature is the true core of all educational progress, 



INTRODUCTION. 



for, mothers either as helps or hindrances, have 
the most to do with the physical, mental and 
moral growth of their offspring, not only in the 
home, but in the school as well. 

Education is an open question, a question in 
whose answer lie boundless possibilities for good 
and growth. Mankind has but slightly touched 
these possibilities. Tradition with its rich burden 
of good, interwoven with illogical conclusions, 
race, national, sectarian and society prejudices 
and customs, in the main obstructs onward move- 
ments by fixing opinions and hemming thought. 
Teachers may be fully aroused to a sense of their 
exalted duties, but they must always and always 
reckon with the mothers, and if the mothers are 
victims of fixed ideas, then the more potent influ- 
ence of home will seriously hinder the advancing 
work of the school. If both mothers and teachers 
are buried in traditional methods, then there is 
no light and no hope. Houic and school joincdin 
one 7'easonable and thotightjiil purpose, would mean 
genuine growth and steady progress. And this 
can only be when the school and the home are 
one in purpose. 

An encouraging phase of educational progress 
is Child-Study, springing originally from rational 
psychology, going over to physiological psychol- 
ogy, and resulting in a close and careful investi- 



IXTRODVCTION. 



gation of the child, with all the mutual interde- 
pendencies and relations of mind, body and soul. 

Scientists in laboratories throughout the world 
are making careful investigations into the nature 
of the human body and its relations to mind 
action. America owes Dr. G. Stanley Hall an 
unbounded debt of gratitude for introducing and 
fostering child study upon our continent. Teach- 
ers and mothers have paused in their work of 
training and education, and are asking the solemn 
questions : What is this being whom I am trying 
to educate and train ? What am I doing wrong ? 
What can I do better ? What should I put into 
the life of my child through teaching and training ? 

The Illinois Society has organized all round 
work for Child-Study. It has a corps of scientists 
engaged in laboratory work; it has interested an 
increasing number of teachers in the study of 
children in the school; and, best of all, has estab- 
lished Child-Study round tables tor parents. It 
proposes to continue this work more and more 
systematically. The society has now something 
like fifteen hundred members, and fifteen round 
tables in the state of Illinois. Mrs. Wilbur S. 
Jackman is the president of one of the most 
effective round tables in the state. She has taken 
great pains to arouse an interest in the study of 
children by mothers, and is well prepared to pre- 



INTRODUCTION. 



sent to mothers, in her oiitHnes, the best methods 
of Child-Study. 

Surely no one can deny that mothers should 
know more and more of their children. Thou- 
sands of children suffer from disease, from men- 
tal and moral constrictions, on account of the 
ignorance of their parents. That which may be 
easily overcome in the early stages of the child's 
life, once chronic, becomes a weakness in char- 
acter and an obstruction to personal develop- 
ment. That the mother should know about the 
nutrition of her children is beyond question; but 
higher than food nutrition stands the nutrition 
of the brain and of the nervous system. 

Society is now full of clubs and associations for 
charitable purposes. Temperance is a central 
question; missions are founded; waifs are fed and 
clothed; in every direction women are exercising 
wholesome influence upon human progress. The 
foundation of it all, however, that which will 
prevent crime, disease, ignorance, and which will 
close the prisons and hospitals, is the close and 
careful study of the little child by its parents. 
The message from Bethlehem must be sounded 
again over this earth. Every child is divine and 
the highest mission of man is to see that that 
divinity is developed into its fullest power. 

Francis W. Parker. 



QUOTATIONS. 

Child-study promotes freedom and individuality, is 
adapted to bring out the woman power, form a new 
bond between the parent and school, and .s a method m 
..hich all can co-operate. The glory of the chdd is 
unity with itself and external nature. The glory of the 
teacher is unity with nature and the chdd. 

Child-Study is the great sociological or humanitarian 
study.— Br. G. Stanley Hall. 

A correct comprehension of external, material things 
is a preliminary to a just comprehension of intellectual 

" ParTnt's, take your little children by the hand; go with 
them into nature as into the house of God. Allow 
the wee one to stroke the good cow's forehead and run 
about among the fowl and play at the edge o ^e wo°^^ 
Make companions for your boys and girls of he tee 
and the banks and the pasture land. Help them to a 
knowledge of all that is sound and strong and beautiful. 
— Froebel. 

The commonest and deadliest foe to excellence is the 
habit of dull conformity to the average life around us, 
sinking contentedly into a set of mechanical usages or a 
torpid routine.-]^. R. Alger, " The School of Ufe . 

Modern methods of governing children aim to be m 
harmony with natural law. When they are so, they are 
beneficial, pleasurable; when not so, painful. 



10 HOW TO ORGANIZE ROUND TABLES. 

The child's mind unfolds like a plant in natural order. 
Do not interfere with this method, but carefully pro- 
mote it. Do not expect the fruit before the flower has 
unfolded. Do not expect the flower before the tender 
leaf and stalk have grown. — Bertha Meyer 

Let the history of your domestic rule typify, in little, 
the history of our political rule; at the outset autocratic 
control, where control is really needful; by and by 
incipient constitutionalism in which the liberty of the 
subject gains some express recognition; successive ex- 
tensions of this liberty of the subject gradually ending 
in parental abdication. — Herbert Spe7icer. 

Absolute obedience at birth gradually growing to- 
wards self-emancipation. 

In interpreting children we can never rise above our 
own real or possible experiences. A man who has never 
done a mean thing is not able to sympathize with a boy 
who has done a mean thing. — Earl Barnes. 

We hold up before our children the faults which we 
bid them avoid, rather than the virtues and harmonies 
they are to imitate. — " Conscious Motherhood^ 

The sweetest sight in all the world is a little child 
happy at its play. — Francis IV. Parker. 



PHYSICAL CONDITIONS. 

The dependence of health and vigor of mind upon 
health and vigor of body is now the fundamental propo- 
sition in every rational scheme of education. — Chas. 
Eliot Norton. 

I. Clothing of Children. 

Infants' dress. — The "Gertrude" costume. 

Difference in Dress of Boys ajid Girls. — 
Material, shoes, skirts, long wraps, 
uneven exposure of body, head cov- 
ering, night dress. 

II. Care of the Body. 

Bathing— hot and cold. 
Care of — i. Ears. 

2. Eyes. 

3. Teeth. 

4. Nails. 

5. Skin. 

6. Hair. 
Simple tests for defects. 
Carriage of the body — Head. 

Feet. 

Chest. 

Abdomen. 
11 



12 HOW TO ORGANIZE ROUND TABLES. 

III. Food — i. Character. 

2. Preparation. 

3. Quantity. 

4. Frequency. 

5. Importance of breakfast. 

6. Likes and dislikes. How treated? 

7. School lunches 

IV. Sleep — i. Natural. 

2. Amount. 

3. Hours. 

4. Disturbances, cause? 

5. Relation to food. 

6. Relation to work. 

7. Relation to play. 

V. Exercise — Boys. 

Girls. 

How, where, when? 
Fatigtie: The physical and mental effects 
and the danger of continuing long 
in any direction. 
Home Employments: Their nature and value. 

VI. Bad Habits — Cause? Cure? 

1. Stammering. 

2. Biting nails. 

3. Sucking fingers. 

4. Swaying body. 

5. Twitching muscles of face. 

6. Mouth breathing. 



PHYSICAL CONDITIONS. 13 

VII. Periods of Growth. 

1. The relative growth of boys and girls. 

2. The period of adolescence in boys and 

girls. 

3. The growth and maturity of different 

organs and parts of the body at 
different ages in a child's life and 
the importance of the facts in deter- 
mining the training and education 
of children. 

VIII. Diseases of School Children. 

1. Catarrhal affections. 

2. Nervousness. 

3. Headache. 

4. Of skin. 

IX. 



Home 


AND School Hygiene. 




I. 


Site. . 




2. 


Drainage. 




3- 


Sewerage. 




4- 


Light. 




5- 


Neighborhood. 




6. 


Outbuildings. 




7. 


Closets. 




8. 


Plumbing. 




9. 


Safety. 




TO. 


Ventilation and heating, 



14 HOW TO ORGANIZE ROUND TABLES. 

LITERARY REFERENCES. 

Babyhood, 5 Beekman St., N. Y., $1 a year. 

Notes on the Study of Infants. Dr. G. Stanley 
Hall, The Pedagogical Seminary, Wor- 
cester, Mass. Vol. I., No. 2. 

Fatigue. T. B. Dressier, The Pedagogical 
Seminary, Worcester, Mass. Vol. II., 
No. I. 

Ihgienic advice for Homes, Sweden, The Peda- 
gogical Seminary, Worcester, Mass. 1893. 

Fatigue. The Pedagogical Seminary, Worces- 
ter, Mass. Vol. III., p. 213. 

Fatigue. The Pedagogical Seminary, Worces- 
ter, Mass. Vol. II., p. 10. 

Outlines of School Hygiene. The Pedagogical 
Seminary, Worcester, Mass. Vol. II., No. 2- 

Growth of Children. Peckham, Vol. I. An- 
nual Report State Board of Wisconsin. 
1881. 

American Childhood from a Medical Standpoint. 
Taylor. Popular Science Monthly. Vol. 
XLL, p. 721. 

A Study of Adolescence. Sara E. Wiltse. Child- 
Study Moiithly. Vol. II., No. 4. 

Postures of Children. Mara L. Pratt. Educa- 
tion. Vol XIV., p. 408. 

Atwater's Food Charts. Department Agricul- 
ture, Washington, D.C. 



PHYSICAL CONDITIONS. 15 



The Nervous System anci its Relation to Educa- 
tion. Popular Science Monthly. Vol. 
XLVIL 

Study of Adolescence. Wm, H. Burnham, Peda- 
gogical Seminary. Vol. I., No. 2. 

Suggestions for the Study of Individual Chil- 
dren. M.V. O'Shea. Transactions of 111. 
Soc. for Child-Study. Vol. I., No. 4. 

Nervous Diseases of School Children. Wm. O. 
Krohn. The Child-Study Monthly. Vol. 
I., No. 10. The Werner Co., Chicago. 

Suggestions for Child-Study. Dr. Adolf Meyer. 
The Child-Study Monthly. Vol. I., No. 2. 

Directions for conducting a day-book recording 
the development of the infant from birth. 
Translated from work of Preyer. By 
W. O. Krohn. Tranactions of 111. Society. 
Vol. I., No. I. 

Essentials of School Hygiene. D. F. Lincoln, 
M.D. Transactions of 111. Soc. for Child- 
Study. Vol. I., No. 3. 

Physical Characteristics of Children. M. V. 
O'Shea, Handbook of 111. Soc. for Child- 
Study. Vol. I., No. 2. 

Causes of Deafness in School Children and its 
Influence upon Education. J. F, Percy, 
M.D. The Child-Study MoTithly. Vol. I., 
No. 4. 



16 HOW TO ORGANIZE ROUND TABLES. 

The Hearing of Children. Oscar Chrisman, 
Pedagogical Seminary. Vol. II., pp. 439- 
441. 

Education, Mental, Moral, and Physical. Her- 
bert Spencer. D. Appleton & Co., New 
York. 

A Few Points to Parents on the Care of Chil- 
dren's Teeth. Alfred J. Oakey, D.D-S. 
The Child-Study Monthly. Vol. I., No. g. 

Habitual Postures of School Children. Child- 
Study Monthly. Vol. I., No. 4. 

Order of Exercise in Elocution. Chapters on 
Bearing and Carriage of the Body, Physi- 
cal Exercises, and Breathing Exercises. 
Frank Stuart Parker. Published by 
author. 

The First Three Years of Childhood. Perez. A, 
A, Marquis & Co., Chicago. 

Results of Child-Study applied to Education. 
Transactions of 111. Soc. for Child-Study. 
Vol. I., No. 4. 



INTELLECTUAL AND MORAL 
CONDITIONS. 

Children's Rights.— "A child's first right is to 

be well born." 

1. Duty of parent to child. 

2. Duty of child to parent. 

How far shall lives of parents be subordinated 

to lives of children ? 
Danger of American hurry and worry. Artificial 

standards of living. 

Childhood's right to — 

1. Justice; (a) discipline; • {d) in- 

struction. 

2. Happiness. 

3. Contact with natural surround- 

ings. 
Questions — i. At what age does the child first 
begin to claim things as his 
own ? 

2. Do boys or girls most readily sur- 

render their rights ? 

3. Is not the path towards self- 

goverment along the line of 
the child's conception of 
justice ? 

17 



18 HOW TO ORGANIZE ROUND TABLES. 

4. Shall the child's will be developed 
by opposing desire or by train- 
ing in power of choice ? 

LITERARY REFERENCES. 

Justice, Part IV., Chap. XXI. Rights of Chil- 
dren. Herbert Spencer. 

A Study of Children's Rights, as seen by Them- 
selves. By Margaret Schallenberger, 
Ped. Seminary. Vol. III., p. 8y. 

Children's Rights. By Kate Douglas Wiggin. 
Houghton, Mifflin & Co., Boston and New 
York, $1.25. 

Conscious Motherhood, Chap. II., Inviolate 
Childhood. Emma Marwedel. The Inter- 
State Pub. Co., Franklin St., Boston. 

Rights of Children. M. J. Savage, Arena. 
Vol. 6, p. 8. 

Aids to Family Government. Bertha Meyer, 
Herbert Spencer. Chap's. III. and IV., 
Mental Development, Moral Develop- 
ment. M. S. Holbrook & Co., New York. 

Liberty of Man, Woman and Child. Robert. G. 
Ingersoll. Pub. by C. P. Farrell, Wash- 
ington, D. C. 



I. 

2. 

3. 

4- 
Observations made — i. 

2. 

3- 
4- 

5. 
6, 



CHILDREN'S INTERESTS. 

Indicated by— i. Collections. 

Plays and games. 
Choice of literature. 
Imitation. 
At home. 
At school. 
At play. 
In the street. 
At work. 

In conversation with one 
another. 
Note. — A child's strongest interest lies on top and 
presses most for expression. He acquires his language 
power along the lines of his interests. — Earl Barnes. 

How objects most appeal to children at 
different ages through : 

1. Use. 

2. Form- 

3. Color. 

4. Structure. 

5. Substance. 

Interest in the abstract increases from six to six- 
teen. 

19 



20 HOW TO ORGANIZE ROUND TABLES. 

1. Are there marked interests or tendencies 

common to all children, under normal con- 
ditions, at certain ages, indicating a law of 
development ? 

2. If so, to what extent shall children's natural 

interests be our guide in education ? 

3. Compare the relative value of induced inter- 

ests and natural interests. 

LITERARY REFERENCES. 

The Contents of Children's Minds on Entering 
School. Dr. G. Stanley Hall, The Ped. 
Seminary. Vol. I., No. 2. 

Observations of Children at the Worcester Nor- 
mal School. Wm. H. Burnham, Ped. 
Seminary. Vol. II., No. 2. 

Imitation in Children. The Child-Study Monthly. 
Vol. II., No. 2. 

Children's Interest in Causal Idea. The Child- 
Study Monthly: Vol. II. No. 4. 

Talks on Pedagogics. Chap. VI. and VII. 
Attention and Observation. Francis W. 
Parker. E. S. Kellogg & Co., Chicago. 

Study of Children's Interests. Handbook of 
111. Soc. for Child-Study. Vol. I., No. 2. 

The First Three Years of Childhood. Pere^. 
A. A. Marquis & Co., Chicago. 



PLAYS AND GAMES. 

" In childish play deep meaning lies." 

Expression of Activity — 

1. Bodily. Experimental. A study 

of environment. 

2. Mental. Fancy. The social life. 

The dramatic instinct. 
Plays with — i. Playthings — number, value of 

sand, clay, dolls, marbles, etc. 
2. Children — 

(c?) When, where, to what ex- 
tent? 

{b) Beginning of social rela- 
tionship. Exercise of 
governing power, gen- 
tleness, generosity, for- 
giveness, self-control. 

The early games should assist the mental development, 
for the physical advances gigantically without help; 
later ones should draw the physical up along with the 
mental which, by schools and advancing years, takes 
the precedence. — Jean Paul Richter. 

LITERARY REFERENCES. 

Conscious Motherhood, Children's Toys, page 

234. Emma Marwedel, Interstate Pub. 

Co., 30 Franklin street, Boston. 
21 



22 HOW TO ORGANIZE ROUND TABLES. 

Talks on Pedagogics, Chap. I., The Child. F. 
W. Parker. 

Froebel's Mutter und Kose Lieder. Susan E. 
Blow. D. Appleton & Co. 

h{ome Occupations for Little Children. Kath- 
erine Beebe. The Werner Co.; price 75 
cents. 

Children's Rights, Chapters on Children's Plays, 
Children's Playthings. Kate Douglas 
Wiggin. Houghton, Mifflin & Co., Cam- 
bridge. 

The Story of a Sandpile. G. Stanley Hall. 
Scribner's Magazine for June, 1888. 

Richter's Levana and Autobiograpy, Chap. III., 
Games of Children. 

First Three Years of Childhood: The Construc- 
tive Instinct, The Dramatic Instinct, pages 
274-279. Perez. 

Games and Songs of American Children. Harper 
& Bros., New York. 

Symbolic Education. Chap. V., The Meaning 
of Play; Chap. VII., Pattern Experiences. 
Susan E. Blow. D. Appleton & Co. 

Education by Plays. G. E. Johnson, Pedagogical 
Seminary. Vol. III., No. i. 



CHILDREN'S FEARS. 

1. Inherited. 

2. Acquired. 
Nature of Fear — 

1. Natural phenomena : death, 

storm, accident. 

2. The supernatural: ghosts, giants, 

monsters. 

3. The undefined : terror in the 

dark, shapes, etc. 
Causes of Fear— 

1. Ignorance. 

2. Helplessness. 

(Jure— Turn on the search-light of exact 
information and objective fact and 
exorcise the demon with the modern 
spirit of natural science and manual 
trsiining.— Agones Sinclair Holbrook. 

LITERARY REFERENCES. 

The Mind of the Child, Part I., Fear, pp. 164-72. 
W Preyer. D. Appleton & Co. 

Studies in Education, No. i. Fear in Childhood. 
Published by Earl Barnes, Leland Stan- 
ford University, Cal. 



24 HOW TO ORGANIZE FOUND TABLES. 

Studies in Education, No. 2, Children and Ghosts. 

Earl Barnes. 
Handbook 111. Soc. for Childhood. Fears in 

Childhood and Youth. G. Stanley Hall. 
Transactions of ,111. Soc. for Child-Study, Fear. 

Vol. I., No. I. 
The Child-Study Monthly, Fear in Babies, The 

Werner Co. 
Infant Mind, Fear, pages 22-29. Preyer. D. 

Appleton & Co. 



PROBLEM OF DISCIPLINE- 
PUNISHMENT. 

The Three. Stages in History of Race — (See 
"Studies in Education," No. II.. Earl Barnes). 
Punishment for purposes of — 

1. Revenge. "An eye for an eye, 

a tooth for a tooth." 

2. Prevention. To frighten evil 

doers. Fear. 

3. Remedy. Cure. Cause in ignor 

ance or disease. 
Recognition of the fact that difficulties of 
moral training result from combined faults of 
parents and children. 
Causes of Bad Conduct — 

1. Physical discomfort. 

2. Sense of injustice. 

3. Ignorance of result of conduct. 

4. Lack of self-control. 

5. Carelessness. 

6. Inherent desire to do wrong 
Result of Bad Conduct— 

1. Temporary annoyance to others. 

2. Effect upon child's character. 

Formation of bad habits. 

25 



26 HOW TO ORGANIZE ROUND TABLES. 

Question — To what extent shall the parent per- 
mit the child to feel the natural conse- 
quences of his own conduct? 

LITERARY REFERENCES. 

Education, Intellectual, Moral and Physical. 
Chapter on Moral Training. Herbert 
Spencer. D. Appleton & Co. 

Discipline in the Family and in the School and 
Punishment for Weak Time Sense. Earl 
Barnes. Transactions of 111. Soc. for 
Child-Study. Vol. I., No. 3. 

A Study of Children's Rights. Margaret Schal- 
lenberger. Pedagogical Seminary. Vol. 
III., p. 87. 

Punishment as Seen by Children. Earl Barnes. 
Pedagogical Seminary. Vol. III., p. 235. 

Talks on Pedagogics, Chap. XIV., Social Gov- 
ernment and Moral Training. Francis 
W. Parker. 

Richter's Levana, Chap. XII., Punishments. 

Child Nature, Chapter on Punishment, Eliza- 
beth Harrison. 



RHYTHM. 

Those who are acquainted with the work of 
Miss Annie E. Allen of the Kindergarten De- 
partment of the Chicago Normal School are 
familiar with her manner of training and success 
in developing a conception of rhythm m the 
children. The beneficent effect of this trauimg 
upon those little children who from mistakes in 
home education or other cause are aftiicted with 
self-consciousness, cannot be doubted. 1 he 
following suggestive words by her may be 

helpful: 

" Who that has watched the movements ot an 
unconscious infant has not been impressed by 
his steady growth towards rhythmic grace? 
All will acknowledge after the experience of 
watching this gradual growth that his first dis- 
jointed jerking of arms and legs is but the 
embryonic expression of his future free, physical 

movements. 

"Most of this beauty and grace is lost; and 
how> So long as the little child remains un- 
conscious of himself and has perfect freedom ot 
action, unhampered by clothing or constant 

0*7 



2S HOW TO ORGANIZE ROUND TABLES. 

admonitions from the one who watches over 
him; is unembarassed by the opinions of those 
around him, his innermost personality shows 
itself to an admiring world. When he is old 
enough to have control of his body under such 
circumstances, his voice rings z*;'//^, his step is 
light, his gestures natural and beautiful (always 
provided his environment is good, as he imitates 
often to the destruction of his natural expres- 
sion). 

" To preserve this simplicity and unconscious- 
ness and its accompanying charm of move- 
ment is a serious problem, but one that merits 
much thought and study of the nature of chil- 
dren from a physiological and psychological 
standpoint. 

" The image, strongly impressed upon the child, 
of the thought or interest of this movement 
withdraws his attention from the /loza he is doing 
it and steadily directs it to the object of such 
expression. For instance, let him watch the 
movements of a horse in harness, in his stall, on 
the street, when a band is playing, etc. Ask 
him to represent the different movements. 
Criticise his representation (not him); take him 
again to see the horse and let him unravel for 
himself the truest way of expressing the differ- 
ent conditions. 



RHYTHM. 29 



"If these conditions were well expressed, at the 
same time at the piano with music, suggestive of 
the different movements, it would greatly aid 
the children in expressing themselves freely. 
The co-ordination of every muscle of the body, 
resulting in harmony of movement, seems to 
react upon the child psychologically and free 
him from himself. 

" Certain rhythms adapted to certain move- 
ments classify different rhythms, and this classi- 
fication at once opens the way for the apprecia- 
tion and recognition of music, and its physical 
expression is to a little child almost what the 
patent medicine promises to a sick person, a 
cure-all, but requiring as an adjunct an intelli- 
gent leader in its judicious use." — Preface to Clara 
Louise Anderson s new book of Instrumental Music 
for Home, School and Kindergarten. 



HOW TO JUDGE A SCHOOL : SUGGES- 
TIONS FOR PARENTS. 

WILBUR S. JACKMAN. 

I. The School Grounds. 

1. Size; do they afford ample room for play 
for all the pupils ? Do the children have to play 
in the street ? 

2. Do the teachers, pupils, or school authori- 
ties make any attempt to have the grounds made 
attractive in appearance ? 

3. On which side of the house is the play 
ground ? Are the grounds in sunshine or shade ? 

4. Are the grounds devoted in any way to the 
purposes of instruction, i.e., through beds of 
flowers or other plants ? 

5. Are there shade trees ? 

6. Consider the relative value of cinders and 
grass for a school yard. 

II. The Schoolhouse ; from without. 

1. Does it present an inviting appearance ? 

2. Are the colors and trimmings in good taste ? 

3. Is there any attempt at architectural beauty ? 

4. Is it far enough from all other buildings to 
insure good light ? 



30 



HOW TO JUDGE A SCHOOL. 31 

5. Is it far enough from public streets or rail- 
roads to be free from irritating noises ? 

6. Are the surroundings healthful, free from 
malarial and other unhealthful influences ? 

7. Is it properly provided with fire escapes ? 

III. The Schoolhouse; /ro;;i within. 

1. Are the children taught in damp or poorly 
lighted basement rooms ? 

2. Does the height of the building require 
much stair climbing ? Is the "rise" of the stairs 
easy for children ? 

3. How are the corridors lighted ? Is the light 
sufficient ? Are there dark corners ? Are they 
wide enough to admit of easy passage for all the 
pupils ? 

. Are the interior colors restful and pleasing 
to the eye ? Are they adapted to the amount of 
light that is afforded ? 

5. Examine the wardrobes; is there a hook for 
the wraps of each pupil ? 

6. Is the wardrobe warmed and properly ven- 
tilated ? 

7. Look into it on a wet day, while filled with 
damp wraps, umbrellas, overshoes, etc. Will the 
children be compelled to put on damp cloaks 
and coats at the close of school ? If so, do not 
charge colds, sore throat, toothache, earache, 
pneumonia, chills and fever to Providence. 



32 HOW TO ORGANIZE ROUND TABLES. 

8. Where are the closets ? Are they properly 
flushed and ventilated ? 

Q. Are there basins where the pupils may wash 
themselves ? 

10. How are towels supplied ? Do different 
pupils use the sametowel ? 

11. Ask for the regulations concerning the use 
of the washrooms and closets by the pupils. 

12. What is the source of the drinking 
water? Is it filtered? 

13. What kind of drinking cups are used ? 
Are they kept clean? 

14. Is the building well janitored ? Note the 
ventilation; is it by means of windows and doors? 
Is there a "fan blast ?" Is there dust on the rail- 
ings and in the corners ? 

15. How often is the building scrubbed ? Are 
there door mats ? 

IV. The Schoolroom. 

1. Is its general appearance attractive and in- 
viting, or the reverse ? 

2. Note the colors; are there curtains ? Note 
the effect of the wall colors; are there inside 
blinds ? Do they work easily ? 

3. What is the most offensive feature ? Could 
it be easly removed ? 

4. Is the room clean ? Examine the windows, 
the corners, the pictures and shelves. 



HOW TO JUDGE A SCHOOL. 33 



5. How does the light fall upon the children ? 
Upon the teacher ? It should be from the side. 

6. Are there dark corners in the room ? 

7. Are the desks of proper height ? Are the 
seats comfortable ? If not, p?^ yoitrself in the 
p2Lpil's place for an hour. 

8. Are the desks marred or unsightly ? 

Q. Is the blackboard easily visible from all parts 
of the room ? Is it shiny or otherwise trying on 

the eyes ? 

10. Is the blackboard of proper height for the 

pupils ? 

11. Does the mode of heating the room insure 
equable temperature in all parts ? 

12. Does the mode of heating and ventilating 
cause draughts which strike the pupils ? 

V, The Teacher. 

1. Is his appearance in the main prepossessing 
or the contrary? 

2. Note the personal virtues— the good taste 
and cleanliness in dress; the collar, tie; cuffs; 
the arrangement of the hair; the finger nails; 
the condition of the shoes. 

3. Does he look after the physical welfare of 
the pupils; the ventilation and heating of room; 
attention to draughts; arrangement of curtains 
to secure best light. 



34 HOW TO ORGANIZE ROUND TABLES. 

4. If the children are small, does he attend 
properly to the wraps at dismissal ? 

5. Is the teacher a good housekeeper, z'.e., 
are the materials used in the regular work ar- 
ranged in an orderly and economical, or in a 
slovenly way? 

6. Note the arrangement of the books upon 
the teacher's desk; also the materials in cases or 
closets about the room. Remember that these 
appearances very often out-teach the teacher. 

7. Is the teacher nervous and irritable or well 
poised? 

8. Is the teacher's poise the repose of self- 
command, the frigidity of an iceberg, or the 
torpor of stupidity? 

VI. The Teaching. 

1. Is the general effect of the teacher's work 
to throw responsibility upon the pupils or to re- 
lieve them from it ? This is the . supremest 
TEST. If it is the latter, move heaven and earth, 
if necessary, to get a new teacher, or else take 
your children from school. 

2. Are the pupils made responsible for the 
care and order of the room? the desks? the 
blackboard? the shelves? the floor? the pic- 
tures? the work materials? the books? 

3. Do the pupils question and answer with 
freedom or constraint? 



HOW TO JUDGE A SCHOOL. 35 

4. Do the pupils all seem to get equally fair 
attention from the teacher? 

5. Does the teacher seem to use the same mode 
of approach to all the different pupils? Note the 
manner with the rowdy, the dolt, the precocious. 

6. Is freedom of expression encouraged? 

7. Is varied expression encouraged, i.e., through 
drawing, painting, blackboard work, writing and 
modeling? 

8. Are the pupils given opportunities to f^o 
things and encouraged to try? Is the teaching 
directed chiefly to the learning of words? 

Q. Is the teacher sufficiently critical of the 
things said and done by the pupils to insure in 
them a cultivation of correctness, accuracy and 
good taste? 

10. Is a knowledge of the subject-matter con- 
sidered by teacher and pupils in any way imme- 
diately essential to the latter? 

11. Do you find the subject-matter taught in 
the schoolroom bearing directly and imme- 
diately upon the pupil's own life? 

12. Carefully compare the material in which 
the teacher seeks to have him interested in 
school with the subjects of his most lively inter- 
ests when the pupil is at home or elsewhere out 
of school; is the material out of school related 
to that used in school? 



36 HOW TO ORGANIZE ROUND TABLES. 

13. What opportunity does the pupil have for 
unrestrained enjoyment of nature — such as you 
can recall from your own early experience? 

14. Can you see specific ways in which the 
teaching tends to make the pupil better ac- 
quainted with those physical influences that 
affect his health and life? 

15. Is he being taught enough of nature to 
enable him to understand, that cleanliness, for 
example, is essential to health? 

16. Is he being given such social privileges 
as will result in a gradual development of cor- 
rect notions respecting rights of property? 

17. Is the pupil being taught what he ought to 
do now and how to do it by being brought, im- 
mediately, face to face and hand to hand with 
the things and forces with which he must always 
deal, or is he being belabored with words about 
tilings? 

18. Is the pupil's time consumed chiefly in 
doing or in talking? In judging or in memoriz- 
ing? In creating or in copying? Is he freely 
expressing himself, or is he being ''kept in order'? 

VII. The Pupils. 

1. Are the pupils neat and clean in person and 
clothes? 

2. Is their personal attitude towards the teacher 
free or restrained? 



HOW TO JUDGE A SCHOOL. 37 

3. Do the pupils respond promptly and pleas- 
antly to the call of the duties imposed upon 
them? 

4. Do the children seem to feel that their 
work is an outgrowth. of self-need or that it is 
something imposed upon them from outside 
sources? 

5. Are they interested the more in their work 
or in their teacher? 

6. Can you measure the pupil's progress in 
school by his conduct in the home? 

7. When you talk to him at home, does his 
mind seem to be stored with actual pictures of 
the things studied in school, or is he befogged 
with words? 

8. Does his school work seem to be clearing 
up his ideas of his own personal relations? 




LIBRARY OF CONGRESS 



020 407 645 5 



6i^jx^A'jy^y^y/y/yy»M^A^MrXiXfm<»»yymo^ 



